| Summary: | 碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所碩士班 === 98 === The mentor teacher program in Taipei is one of the important programs to improve the teachers’ professional quality in primary and middle schools. This research attempts to discuss the mentoring process and its impact on the teacher efficacy of mentor teachers and partner teachers (mentees). The present study adopts qualitative methods to collect data by interviews and document analysis. The findings and the conclusion of this research are as follows:
In the present study, the mentoring process was divided into three stages which inculdes establishing relations on the initial stage, setting up needs, giving feedback, and growing together on the intermediate stage as well as transforming relationship on the final stage.
For the mentor teachers, they improved their specialty by learning from other teachers’ teaching lessons and adpating their own ways of teaching. Nevertheless, there might be different impacts of teacher efficacy on the mentor teachers depending on different situations they face in the mentoring program.
As for the partner teachers, they promoted the teacher efficacy of the teaching implementation, classroom management, and parent-teacher communication from the mentoring activities and the assistance of the mentor teacher. The impacts of teacher efficacy of teaching innovation, learning assessment, and evironmental transformation on the partner teachers, however , might differ because they might be in different conditions in the mentor program.
According to the findings of this study, several suggestions are proposed for mentor teachers, partner teacers, elementary schools, the mentor teacher program, and further study respectively.
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